This is Prof. Tan Eng Chye's, (Vice President, Provost NUS) presentation at the Workshop "What is a Good University?" organized by VNU in Hanoi under sponsored of the British Embassy in Hanoi. The NUS shows its clear and powerful road to the future that meets a high level development of human resources and the goals of contributing to the Singapore socio economic development, providing quality services to the communities as well as global integration and development. The NUS has prepared a bright future for its students with entrepreneurial minds.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
This is a presentation at the workshop on Emerging opportunities in post-graduate public health education for health systems development, Cape Town, 2015
The School of Public Health (SOPH) at the University of the Western Cape (UWC) hosted a two-part workshop series in May and October 2015, as part of its ongoing work with 15 sister institutions in Africa and the global South. The overall aim of the workshops was to explore emerging opportunities for expanding access to, and delivery of, post-graduate training in public health for people working in or managing health services/systems.
Professor Barry McGaw, keynote at ASLA XXIII Biennial Conference 2013 - The Australian Curriculum is organised under learning areas, which reflect traditional disciplines of knowledge, and general capabilities, which some call 21st century skills. A third dimension provides for three current cross-curriculum priorities that are given special attention in the expectation that, in due course, they will become securely established in curriculum. The curriculum is constructed with content (knowledge, understanding and skills) at its centre. All three dimensions (learning areas, general capabilities and current cross-curriculum priorities) are provided for through the one set of content descriptions, with the online curriculum making clear which elements of each dimension are served by each content description. With respect to all three dimensions, the content is sequenced developmentally through the years of schooling. The content descriptions present students' learning entitlements. Except for a few cases where the content descriptions imply pedagogy (such as in the teaching of initial reading skills which attention to phonics), questions of pedagogy are seen as matters for teachers and schools and, in some cases, school systems.
This was presented in the "rapporteur session" of the international conference on Evaluation and accountability in education held in Rome, 3-5 October 2012.
Full papers of the conference are posted here: http://www.invalsi.it/invalsi/ri/improving_education/
Open Horizons and Global Citizenship: the disruptive innovation of collaborat...Alan Bruce
Overview of issues and themes in international education and pedagogical transformation, set againsrightsand opportunities from perspectives of global citizenship. Keynote presentation at ICOFE Conference in Open University of Hong Kong, July 2016.
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
This presentation by Julian Fraillon and Juliette Mendelovits from Research Conference 2015 considers assessment of general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that inform future teaching and learning. This presentation will examine the challenges of assessing and reporting on student learning and learning growth in general capabilities and cross-curricular learning areas. The presentation will explore approaches used in research to address some of these challenges and reflect on how these can be applied in the classroom.
Webinar: Study a Master’s in Education and Globalisation in FinlandWeb2Present
MA in Education and Globalisation, University of Oulu, Finland, is an international Master's program with 170 students and alumni from 56 countries. Students will acquire international experience and exposure by interacting and networking with fellow-students and lecturers from around the world.
Mobile learning in Southeast Asia: Opportunities and challengesHelen Farley
Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
A Critical Examination of MOOCs with Remarks about Mini-MOOCsCITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-spector/
13 June 2014 (Friday)
14:50 – 15:40
Keynote 3: A Critical Examination of MOOCs with Remarks about Mini-MOOCs
Speaker: Professor J. Michael SPECTOR (Visiting Professor at HKU, Professor of Learning Technologies at the University of North Texas)
Chair: Dr. Sam CHU (Deputy Director, CITE, Faculty of Education, HKU)
This PPt is about the creativity development in the US and reasons why the US has such many creative ideas and inventions. There is a complex of different components for creativity: personality, environment, culture, policies and education. The question is whether Vietnam can develop creative education?
Open Horizons and Global Citizenship: the disruptive innovation of collaborat...Alan Bruce
Overview of issues and themes in international education and pedagogical transformation, set againsrightsand opportunities from perspectives of global citizenship. Keynote presentation at ICOFE Conference in Open University of Hong Kong, July 2016.
Results to be released on December 6
Key issues:
How far are we nurturing a generation of scientifically literate young people?
Are schools adequately preparing young people for adult life?
What kinds of learning environments do we find in high performing systems?
Can schools improve the futures of students from disadvantaged backgrounds?
Education and learning is probably that single phenomenon that has the greatest impact on humans and societies, in particular in a long-term perspective (OECD 2014).
Grand challenge number one is to breach the trend preventing developing countries, in particular South of Everyone aspiring for higher education should have the right to affordable access. This is grand challenge number two. And it cannot be met without open education and technology enhanced learning.Sahara, taking part in the global knowledge revolution.
Three messages:
• Senior management in education needs to innovate from within to open up education.
• Governments must take firm decision on holistic policies for open and distance education.
• Stakeholders should team up meeting the two grand challenges through open education and technology enhanced learning.
This presentation by Julian Fraillon and Juliette Mendelovits from Research Conference 2015 considers assessment of general capabilities and cross-curricular learning outcomes such as literacy in information and communication technologies, creative thinking and collaborative and individual problem-solving. As the expectation for such competencies to be taught in schools has increased, so has the need for teachers and schools to validly and reliably assess student learning in those areas, and to report on them in ways that inform future teaching and learning. This presentation will examine the challenges of assessing and reporting on student learning and learning growth in general capabilities and cross-curricular learning areas. The presentation will explore approaches used in research to address some of these challenges and reflect on how these can be applied in the classroom.
Webinar: Study a Master’s in Education and Globalisation in FinlandWeb2Present
MA in Education and Globalisation, University of Oulu, Finland, is an international Master's program with 170 students and alumni from 56 countries. Students will acquire international experience and exposure by interacting and networking with fellow-students and lecturers from around the world.
Mobile learning in Southeast Asia: Opportunities and challengesHelen Farley
Mobile learning has been adopted to a varying extent across the countries of Southeast Asia. Though mobile learning initiatives in the UK, Europe, the United States and Australia are well-documented, much less in known is known about mobile learning initiatives in Southeast Asia. This region is culturally and economically diverse, containing both developed countries such as Singapore and developing countries including East Timor. This range of economic development means that the penetration of telecommunications technologies, including infrastructure to support mobile and internet networks, varies vastly and the extent to which this technology is used for learning, similarly varies. This chapter begins with an examination of the mobile device market penetration in the various countries of Southeast Asia and the particular demographics of those users. Internet censorship potentially will impact on mobile learning initiatives in some countries and this is examined briefly. The status of mobile learning in a cross-section of Southeast Asian countries will be examined, with a particular focus on government policies, critical infrastructure and notable mobile learning initiatives. The chapter concludes with a review of the enablers and barriers to mobile learning in Southeast Asia and a look at future directions.
Global Education and Skills Forum 2017 - Educating Global CitizensEduSkills OECD
Andreas Schleicher - Director for the Directorate of Education and Skills, OECD
Each year the Global Education & Skills Forum brings together world leaders from the public, private and social sectors seeking solutions to achieving education, equity and employment for all.
A Critical Examination of MOOCs with Remarks about Mini-MOOCsCITE
CITERS2014 - Learning without Limits?
http://citers2014.cite.hku.hk/program-overview/keynote-spector/
13 June 2014 (Friday)
14:50 – 15:40
Keynote 3: A Critical Examination of MOOCs with Remarks about Mini-MOOCs
Speaker: Professor J. Michael SPECTOR (Visiting Professor at HKU, Professor of Learning Technologies at the University of North Texas)
Chair: Dr. Sam CHU (Deputy Director, CITE, Faculty of Education, HKU)
This PPt is about the creativity development in the US and reasons why the US has such many creative ideas and inventions. There is a complex of different components for creativity: personality, environment, culture, policies and education. The question is whether Vietnam can develop creative education?
This PPt introduces a proposed An Adaptive University Model to the Market Economy in Vietnam and the Rasing of Globalization.
A creative, dynamic university that effectively responds to the market demands & fast changes of sciences & technology and has strong cooperation capacity.
Event: PIVOT 2010
Agenda: Strategies for Strengthening Inter Institute Interaction
Speaker: Seema Shah, Principal VIT
Target Audience: Principals, TPOs, HoDs- Comps, IT of Engineering colleges affiliated to Mumbai University
One of the requirements of my role at The University of Hong Kong is to keep abreast of what is happening in the eLearning world in order to advise senior management concerning eLearning trends that HKU might need to take into consideration. I made a start in this PowerPoint.
Keynote presentationgiven at the Trail and Error: Journalism and Media Education TWG European Communications Research Association Conference, University of Minho, Braga, Portugal
The Evolution of Kanazawa Technical CollegeRobert Songer
In April of 2018, Kanazawa Technical College (KTC) will open the new school year as International College of Technology Kanazawa (ICT). The educational program planned for this transformation is radically different from anything a Japanese 5-year College of Technology (or Kosen) has tried before. It combines an intensive education on a boarding-style campus with compulsory overseas study and collaborative projects from local communities and industries in a primarily English curriculum. How does a school originally founded to produce factory workers in the Kosen system evolve into an internationally-minded, interdisciplinary engineering school with a focus on authentic design projects? This talk will illustrate the social, organizational, and human factors that have driven KTC to become international in a comparison of the historical context of the Kosen system to modern drivers for change.
Seminar (4th in series) developed and presented as part of responsibilities of Visiitng Professorship in National Changhua University of Education, Taiwan (March 2016)
The Future of Higher Education, the Future of Learningicdeslides
Presentation given at Higher Education Leadership Forum
Dubai, 12 – 13 November 2013 by Gard Titlestad, Secretary General, International Council For Open and Distance Education, ICDE
Information Education in Thailand
Assoc.Prof.Dr. Kulthida Tuamsuk
Information & Communication Management Program
Khon Kaen University, Thailand
Presented at Sukhothai Thammatirat Open University
21 September 2009
The production of open courses as a transformative practice: A case study of ...Stian Håklev
Invited presentation given at OpenCourseWare Consortium Global Meeting 2011 in Cambridge, MA, in May. The whole thesis and more information can be accessed here: http://reganmian.net/top-level-courses
Newports University Shaping Futures through Excellence in Education.pdfOffpageSeo6
In the heart of Karachi, Pakistan, an academic and research institution stands as a beacon of educational excellence. Newports Institute (commonly referred to as NICE University) is dedicated to providing higher education services that not only impart knowledge but also shape the leaders of tomorrow. In this article, we'll take a closer look at NICE University, its mission, academic offerings, research endeavors, and its significant impact on the educational landscape.
Creating the 21st century Unbounded UniversityMainstay
In collaboration with Cisco, Mainstay conducted a study of the Higher Education system, revealing common speed bumps in Higher Education, and crafting a guide to the evolution of the 21st century higher education system.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
3. Features of the Singapore’s System
1. Holistic planning and effective implementation
• long-term perspective
• consultation with industry and experts (local and foreign)
• careful projection on the economy, e.g., chemical engineering
2. Well resourced ~ S$10B of which 25% to universities
• 75% of universities’ cost are funded by government & 25% by
tuition fees
• Incentives for certain disciplines (e.g., scholarships for S&T)
3. English as the language of instruction
4. Focus on S&T – 55% of university places go to S&T
5. Good teachers, so attrition is low ~ 5%
6. Full employment situation – good matching
• Singapore’s Gem – Institute of Technical Education (or ITE,
vocation school !)
3
5. 1980s
NUS
(1980)
NTU
(1991)
1990s 2002 2005 20062000
2000
• INSEAD
• Chicago GBS
2013
2006
ESSEC
(France)
2007
• Duke-NUS GMS
• Tisch School of
the Arts, etc
2007
Yale-
NUS
College
SMU
(2000)
Singapore
University
of Tech &
Design
NTU becoming
comprehensive
SMU law
Imperial
Nanyang
Medical
School
Singapore
Inst of
Tech
Rapidly Growing Competition in
Higher Education
5
6. Employability
Wider Higher Education Participation has its problems …
• “India Graduates Millions, but Too Few Are Fit to Hire” – The Wall
Street Journal, Asia Edition, 5 Apr 2011.
• “Up to a Fifth of Graduates “Without Work” after University” – The
Telegraph, 25 Feb 2013.
• “Chinese Graduates Say No Thanks to factory Jobs … China now
produces eight million new college graduates each year, four times as
many as ten years ago. The job market, however, has not adjusted
accordingly …” – China Digital Times, 24 Feb 2013.
• “Millions of Graduates Hold Jobs That Don’t Require a College
Degree, Report Says …. Student-loan programs and federal assistance
programs are based on some sort of implicit assumption that we’re
training people for the jobs of the future …. In reality, a lot of them
are not ….” – The Chronicle of Higher Education, 24 Feb 2013.
6
8. 8
Design-centric Engineering
• Engineering graduates must have
– greater depth of knowledge in specific disciplines OR
– multi-disciplinary knowledge
accompanied by good systems thinking and technology
management skills
• Establishment of Design-centric Curriculum to foster
creativity, innovation, systems thinking and culture of
“thinking outside-the-box”
• Initiatives/Projects with multi-disciplinary themes, e.g.:
- Future Transportation Systems,
- Engineering in Medicine,
- Smart Cities, etc.
• Close linkage between research and education
9. 9
NUS FSAE 2009
Car (Ranked 19th)
NUS Eco Car 2011
(Ranked 1st)
Nano-Satellite Program
10. Research-Education Links
Series of projects with
integrative themes involving
undergrads and graduate
students (from several
disciplines) and post-docs
Other Educational
Programmes,
e.g. entreprenuership
Part of multi-disciplinary
PhD programmes
Future
Transportation
Systems
10
11. Rankings ….
• Like it or not, they are here to stay ….
• This has direct impact on competition for
faculty and students – being ranked indicates
visibility
11
12. World-class Research Faculty?
• University is a talent organization – you need
talented students and staff
• Are our universities resourced as well as the top US
and European universities?
• Endowed donations or direct government support are
sustainable means
• Do we have sufficient research support? – Do we
have to play by “rules” of western countries, in terms
of compensation and research support?
12
13. What is Our Differentiator?
• Top universities do similar things – they
recruit top faculty and students, they do
cutting-edge research, etc.
• Do we have niches or distinctive
programmes which are not easily
replicated by others? E.g., Stevens
Institute of Technology – The Innovation
University
13
15. Seven NUS Overseas Colleges
NUS College in Silicon Valley (2002)
• Work in America’s innovation “habitat” and study at
Stanford University
• Focus on technology start-ups in Silicon Valley
NUS College in BioValley, Philadelphia (2003)
• Work in America’s pharma hub and study at
University of Pennsylvania
• Focus on bio/medical technology
NUS College in Shanghai (2004)
• Work in China’s commercial hub and study at
Fudan University
• Focus on China-related business
NUS College in Stockholm (2005)
• Work in Europe’s No. 1 IT nation and study at
KTH, Royal Institute of Technology
• Focus on mobile/IT with European perspective
NUS College in India (2008)
• Learn about India’s grassroots innovation and take part in
entrepreneurial workshops by top India institutions
• Focus on business/social innovations in India
NUS College in Beijing (2009)
• Work in China’s political and hi-tech hub and study at
Tsinghua University
• Focus on tech start-ups with China focus
NUS College in Israel (2011)
• Experience the dynamic start-up culture that defines Israel
• Uncover Israel’s heritage of innovation and entrepreneurship
15
16. 16
• mobile security applications
• almost S$1m from investments and
grants
• selected as one of the top 10 wireless
innovations in Asia Pacific by Frost
and Sullivan in Feb 2006
• Bought by McAfee for a hug sum of
money
Rishi (SoC), Darius (ECE) and Varum
(SoC) are tenCube’s founders. Varun
was Darius room-mate in the NOC
Silicon Valley and Rishi is Varun's
project-mate.
tenCube
16
20. University Scholars’ Program (1999)
• Started as the Core Curriculum in 1999
• broadbased curriculum in the first year
• writing module – linking critical thinking and writing
• focus on approach to knowledge, rather than content
• multi-disciplinary modules
Power, Space and Pleasure - Examines how our surroundings
influence the way we think, from the points of view of urban planning,
literature, and philosophy.
Interpreting Consumerism – Investigates the relationship between
human nature and consumption, from the points of view of sociology,
business, and popular culture.
• About 180 students each year with students from 7
Faculties – they choose their major after 3 semesters
• Almost 100% of its students go for a one-semester
exchange overseas
• Introduced the residential component in 2011 20
21. Duke-NUS Graduate Medical School (2006)
21
• NUS second medical school
to provide a pipeline of
physician scientists
• Took in first batch of students
in 2006, using an innovative
“flipped classroom” pedagogy
• Duke University “imported”
the pedagogy in 2011
22. 22
Diverse Student Community:
• A good mix of local and international
students
• All disciplines
• Graduate and undergraduate students
Residential College Learning
• Small groups exploring global issues with
Asian perspectives
Interaction with
research faculty from
NUS, MIT, ETH Zurich,
Technion, etc.
NUS University Town (2011)
Three distinctive features:
23. Yale-NUS College (2013)
To jointly develop a new liberal arts education
model, incorporating the thinking, culture and
contexts of Asia, potentially
a model for others in Asia and beyond
• Attract top-potential students from Singapore & abroad
• Nurture “new breed” of leaders for Singapore & Asia,
for the future
• ∙ Keeps NUS & Singapore
significantly ahead of the curve
23
25. Living at app Speed, or How
Our World has Changed
“He [Dr Alvin Rajkomar at UC-SF Medical
Center] reached into a deep pocket of his
white coat and produced not a well-thumbed
handbook but his iPhone. With a tap on an
app called MedCalc, he had enough answers
within a minute to start the saline at precisely
the right rate”
[IHT, 10 October 2012, “Mobile devices are new black bags for
physicians”, p.10]
25
26. Environmental Changes - What
should we do about these?
• The world has changed: driven by mobile
technology and social media platforms
• Rise in forms of online education: Khan Academy,
Udacity, Coursera and EdX
• Foundations’ role in shaping educational shifts
• Our students’ learning style and preferred mode of
interaction are gadget-driven
26
27. Students want flexibility in the
way they access and interact with
information
• Instant notification and
high expectations.
• Support for many devices
and browsers.
• Services on 24 by 7.
• Content creators and
publishers 27
28. Cogito, Ergo Sum
“I think, therefore I am”
(Rene Descartes, 1637)
“If you’re not on Facebook, you don’t exist.”
(22-year-old male student, 2012).
“If you don’t have Facebook, you don’t exist as a
person.” (19-year-old female student, 2012)
28
29. Usual Challenges
29
• The size of our student population:
effective engagement
• Scaling up our programmes:
efficiency and reach
• Physical Infrastructure:
capital and recurrent costs
• Doing more with less:
resource constraints and learning outcomes
• How could we meet these challenges?
• Is Tech-enhanced Education the answer?